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Year Level: 7A

Science

Lesson Number: 3 Date: 3.5.16

Location: Penola
Mentor: Patrick Lim
Catholic College
Glenroy

Topic:
On the move- 8.1 Science Quest 7
Expected Learning:

Describe what a force is

Determine different types of
forces
Understand that a change in
motion depends on the force
acting on it

Materials
Required/Location/Special
Considerations
Classroom/Stairs outside of science
block
Food allergies- Some children may be
allergic to eggs
5 X eggs OR plasticine
20 x pipe cleaners
20 x straws
10 x pieces of string
25 x match sticks
15 x elastic bands
5 x plastic bags
5 x pieces of bubble wrap
10 x pieces of A4 paper

Classroom Management Strategy

Improvising of seating plan
Improvisation of table positioning in
classroom
Raise hand in silence to gather
students attention

AusVels
Science/Level 7/Science
Understanding/Physical Science/VCSSU103
Descriptor: Change to an objects motion is
caused by unbalanced forces acting on the
object; Earths gravity pulls objects towards
the centre of Earth
Elaborations:

Investigating the effects of applying

different forces to familiar objects
Investigating common situations where forces
are balanced and unbalanced, for example,
stationary and falling objects
Investigating a simple machine such as a
lever or a pulley system
Exploring how gravity affects objects on the
surface of Earth

References/Resources
Science Quest 7
Learning Intentions
Students will learn:

What a force is
What types of forces there are?
Forces we interact with on a daily
basis
Understand that a change in
motion depends on the force
acting on it

Success Criteria
After this lesson, students will be
able to:

Describe what a force is

Determine different types of forces
Be able to understand some of the
forces we interact with on a daily basis
Be able to explain why change in
motion depends on the force
(weight/mass) acting on it

PERFORMANCE AREA
Engage
Fosters positive
relations
Stimulates
interest and
curiosity
Supports students
to make connects
to past learning
experiences
Explore
Teacher presents
Provides tools and
procedures
Challenges
misconceptions

1:45PM-3:28PM (1.43 hr lesson)

Whole Group: Tuning in engaging student interest
(8 minutes)
A quick recap from last lesson on what is a force? And
what types of forces we had come up with in last class?
Write this down on the board so they can have something
to refer to.
Whole Group: Shared Experience (10 minutes)
Bring in the idea of weight in relation to force. With key
questions:
If you threw a toy car off the top of the stairs compared
to a large boulder, which would hit the ground first and
why? If a large rush of air came past whilst you were
dropping the object off the stairs could this change the
objects motion of travel?
In pairs discuss and write down a couple of ideas.

Explain
Provides
opportunities for
students to
demonstrate their
current level of
understanding
Assists students to
represent their
ideas
Elaborate
Refining students
understanding
Build the students
ability to transfer
and generalise
their learning

Whole Group: Explicit Teaching (15 minutes)

Students are to discuss their ideas and theories with
class which will lead them into a better understanding of
the activity we will be doing.

Problem solving: Being able to work out the forces

acting upon the parachute egg drop
Small Group: Student Groups of 5 (25 in class): (50
minutes)
Forces parachute egg activity. Students are to get into
groups of 5, with the materials given students are given
time to come up with an egg parachute design that will
take the longest time to land when dropped. Once design
is constructed students are to drop their design from the
top of the science stairs and time how long it takes to
land. In groups they are to discuss their ideas on what
forces they think that are acting on the egg as it is being
dropped and as it lands, they are to write their ideas
down.
The key concept: To understand the forces acting upon
the egg, when you drop the egg from a height with a
parachute. To understand the mass of the egg also is
related to the force and change in motion of an object.
Plenary: Designed Task to bring all the learning
together.

Evaluate
Integrate evidence
from each phase,
formally recording
students progress
Support students
to reflect on their
learning process
Identify future
learning

Students to share their group ideas of the forces

that are acting on the egg drop with the class

Students to complete understanding and inquiring

questions 8.1 : Q4-Q10, in class if time permits or
for homework which will be due next class.